Interprofessional Collaboration

Size: px
Start display at page:

Download "Interprofessional Collaboration"

Transcription

1 Interprofessional Collaboration One (1.0) Contact Hour Course Expires: 12/10/2016 First Published: 6/20/2013 Reproduction and distribution of these materials is prohibited without the express written authorization of RN.com. Acknowledgements RN.com acknowledges the valuable contribution of......jodi O Brien, RN. Upon graduating from the University of Rochester in 2002, Jodi gained experience as a medical surgical nurse. Since her move to San Diego, in 2005, she has held adjunct faculty teaching positions for local colleges and now cares for women and newborns as an OR nurse. As Jodi expands her scope of practice, she is a graduate student in the Executive Nurse Leadership Program at the University of San Diego and is a member of Sigma Theta Tau. This is her first time writing for RN.com. Conflict of Interest RN.com strives to present content in a fair and unbiased manner at all times, and has a full and fair disclosure policy that requires course faculty to declare any real or apparent commercial affiliation related to the content of this presentation. Note: Conflict of Interest is defined by ANCC as a situation in which an individual has an opportunity to affect educational content about products or services of a commercial interest with which he/she has a financial relationship. The author of this course does not have any conflict of interest to declare. The planners of the educational activity have no conflicts of interest to disclose. There is no commercial support being used for this course.

2 Purpose and Objectives Upon completion of the course, the nurse will be able to: The purpose of this one contact hour continuing education course for nurses is to present information about interprofessional collaboration and its significance in the healthcare setting, and to define the role of the nurse in improving interprofessional collaboration in the healthcare setting. Define interprofessional collaboration. Describe the role that interprofessional collaboration plays in delivering safe patient and family centered care. Identify the purpose of interprofessional collaboration. List the four competencies of interprofessional collaboration. Discuss how the nurse may help improve the healthcare organization s adoption of an interprofessional collaboration approach in the delivery of care. What is Interprofessional Collaboration? Interprofessional collaboration has been defined by many. However, most authorities would accept the definition of interprofessional collaboration to be when: Multiple health workers from different professional backgrounds work together with patients, families, caregivers, and communities to deliver the highest quality of care (WHO, 2010). Loosely defined, interprofessional collaboration is a partnership that starts with the patient and includes all involved healthcare providers working together to deliver patient and family centered care. The term interprofessional is becoming one of the most widely used terms in conjunction with collaboration in the healthcare vernacular and is also emerging in the literature as a hot topic of focus for healthcare researchers. The term "interprofessional" is the updated version of older terms such as, interdisciplinary, cross-disciplinary, and trans-disciplinary. Did you know? An example of interprofessional collaboration would be a doctor, nurse, physical therapist, occupational therapist, and pharmacist working together to carry out an individualized plan of care in order to improve a patient's health status. Interprofessional Collaboration: Not a New Concept Lowell T. Coggeshall was a physician who began his career in 1928 and championed for advancement of medical progress though education. In 1965, Coggeshall suggested, the concept of medicine as a single discipline concerned with only the restoration of individual health from the diseased state should be replaced by the concept of health professions working in concert to maintain and increase the health of society as well as the individual. In 1970, Jerome P. Lysaught suggested advancing the practice of nurses by educating nurses at universities and increasing the number of graduate programs. The historical report titled, The Lysaught Report, released by the national commission for the Study of Nursing and Nursing education, also

3 recommended nurses and physicians work together to improve patient care. In 1972, the Institute of Medicine (IOM) recommended the advancement of health teams, and by 2000 the IOM Crossing the Quality Chasm series highlights the implications of NOT taking on the challenges to successfully deliver high quality and safe care to patients. Test Yourself The term, interprofessional collaboration, is new but the concept has been documented as early as: a b Correct! c d History and Timeline of Interprofessional Collaboration Events that Preceded Interprofessional Collaboration Historically, widespread patient errors in US hospitals have been associated with substantial preventable morbidity and mortality. Errors identified in the patient care setting vary in severity and range in complexity from simple medication errors to fatal compromises in patent safety.

4 In addition, major quality issues of traditional care delivery methods have been identified, calling for much needed change to the present approach. The breakdown or deficiencies in communication among healthcare professionals, particularly between nurses and doctors, can directly contribute to the destabilization of the environment in which care is provided, and negatively impacts the patient whom care is centered around. Poor communication between health professionals is not only associated with a rise in mortality but with increase length of hospital stay and higher hospital readmission rates. The groundbreaking Institute of Medicine (IOM) report, To Err is Human, supports the need for healthcare professionals to focus on communication and the facilitation of effective communication and for professional societies to set standards and communicate to members the importance of securing the safety of patients. The tradition of doctor-centric healthcare environments is being replaced. Gone are the days when one person writes an order, and another person follows it. Everyone s input (patient, family, and all persons involved in the patient s care) is important and should be assessed objectively. By doing so, the patient benefits. Healthcare systems and experts agree that risk reduction strategies must be employed per the Joint Commission's recommendations to reduce the occurrence of sentinel events. A Closer Look at Interprofessional Collaboration A review of the literature reveals certain concepts which are mentioned repeatedly in the various definitions of interprofessional collaboration. Among the most common were: sharing, partnership, interdependency and power (D'Amour, Ferrada-Videla, Rodriguez, & Beaulieu, 2005). Researchers (D Amour et al., 2005) also affirm that interprofessional collaboration is a dynamic process, and that it is improbable that by simply bringing healthcare professionals together, collaboration will occur. Rather, trust must be established and an appreciation of each others roles must be gained in order for effective collaboration to take place. Health professionals must recognize their own individual scope of practice and skill set AND have an awareness of and appreciation for other health professionals capacity to contribute to the delivery of care to patients in order to achieve optimal health outcomes. Interprofessional collaboration is an updated version to the traditional team approach to healthcare. Test Yourself A condition of established trust and respect of other health professionals contributions must be met in order for interprofessional collaboration to take place. a. True - Correct! b. False Achieving Goals with Interprofessional Collaboration There are several goals that may be achieved through interprofessional collaboration. Interprofessional collaboration is considered to be the most critical instrument in reducing patient care errors. It is widely accepted that interprofessional collaboration may improve communication between all health

5 professionals. Another goal is to coordinate care among health professionals so that inefficiencies in healthcare such as delays in (or lack of) treatment, redundancies in care, or inappropriate use of services may be eliminated. Another goal is to reduce overall healthcare costs. The employment of interprofessional collaboration methods may help to build a safer and better patient-centered and community/population-oriented US healthcare system. Test Yourself Goals that may be achieved with interprofessional collaboration include: a. Lower healthcare costs b. Reduced patient errors c. Improved communication d. All of the above - Correct! Paving The Way For Interprofessional Collaboration The seminal IOM report, To Err is Human (1999) attempted to quantify the number of needless deaths due to errors and poor quality care. In 2003, TJC reported that communication failures among team members are a contributory factor in 60% of sentinel events. In 2005, communication failures were the leading root cause of all sentinel events (Joint Commission on the Accreditation of Healthcare Organizations. Joint Commission Perspectives, 2006). Did you know? This report has been widely credited with launching efforts to study and improve safety in healthcare. National Organizations Lead the Movement The groundbreaking Institute of Medicine (IOM) report, The Future of Nursing: Leading Change, Advancing Health (2010), was a call for a transformed healthcare system in which interprofessional collaboration and coordination are the norm. The report positions nurses strategically at the frontline of the movement to coordinate the improvement of patient-centered care. The Robert Wood Johnson Foundation (RWJF), notes that despite decades of health reform focused on improving patient safety and rising healthcare costs, the majority of healthcare organizations remain entrenched in traditional ways of operation. Among these methods, is what is described as siloed care, in which health professionals miss the opportunity to improve efficiency and healthcare delivery effectiveness by failing to collaborate sufficiently. The American Nurse Credentialing Center (ANCC), a subsidiary of the American Nurses Association, asserts with their most recent Magnet Application Report (2013), that nurses should demonstrate their involvement in interprofessional collaborative practice within the care delivery system. Time For Action National legislation spurs changes in healthcare and the impact felt by the most recent law will be

6 significant. The Patient Protection and Affordable Care Act (ACA) maintains that interprofessional collaboration is crucial in order to ensure patient-centered care, thereby improving the quality of healthcare delivery. This piece of legislation urges healthcare organizations to adopt a climate where teamwork and collaborative decision-making is the standard by which care is delivered across the care continuum. The Centers for Medicaid & Medicare Services (CMS) is changing reimbursement criteria, shifting their focus and dollars towards accountable care organizations (ACO s), and establishing standards for meaningful use of our electronic medical records (EMR). These factors combined, dictate the necessity to transform the way we deliver care, if we want to operate sustainable healthcare systems. Creating viable healthcare organizations means using the most efficient methods of communication while providing patient care. In summary, interprofessional collaboration is believed by many, to be the key to unlock health reform so that meaningful healthcare transformation may occur. How Will Healthcare Organizations Achieve Interprofessional Collaboration? Central to these changes in healthcare lies the question: How will healthcare systems utilize the strengths of each healthcare member AND keep the communication and collaboration flowing throughout the treatment process? A collaborative team approach may just be the help needed to meet the needs of a growing patient population with increasing health needs. Professional associations, healthcare organizations, and academic institutes are in the creation phase of competencies, certificate programs, pre and post licensure programs and other formal instruction formats to educate both current and future health professionals on interprofessional collaboration. A few definitions of interprofessional collaboration education exist, and one prevalent in the literature asserts interprofessional collaboration education is when, students of two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes" (WHO, 2010). Test Yourself What is the definition of interprofessional collaboration education? a. Students of two or more professions learn through traditional lecture instruction, about interprofessional collaboration. b. Students of the same profession teaching each other about interprofessional collaboration. c. Teachers of two or more professions educating students outside their profession about interprofessional collaboration. d. Students of two or more professions learning about, from, and with each other to facilitate effective interprofessional collaboration. - Correct! A Summit of Professional Groups In 2011, a breakthrough report (entitled Core Competencies for Interprofessional Collaborative Practice) was sponsored by the Interprofessional Education Collaborative. This report established the

7 framework for interprofessional collaboration competency education for health professionals to provide team-based care. The report highlights the need for integrated healthcare and higher education transformation. This groundbreaking report summarizes the conceptual outline for interprofessional collaborative education for each of the educational disciplines. The six professional education organizations include: The American Association of Colleges of Nurses American Association of Colleges of Osteopathic Medicine Association of Schools of Public Health American Association of Colleges of Pharmacy American Dental Education Association Association of American Medical Colleges These experts have established four core competencies to help shape the education curriculum at their respective organizations to educate present and future health professionals. Test Yourself The landmark report published in 2011, is significant because: a. It establishes framework for interprofessional collaboration competency education. - Correct! b. Encourages all educational institutions to adopt the same competencies for interprofessional collaboration. c. It supports the adoption of older guidelines of interdisciplinary care. d. Reported on a single professional educational organization s position on interprofessional collaboration education. The Interprofessional Education Collaboration (IPEC) Report The report highlights an international widespread movement to engage health professional students in interactive learning with those outside their professions as a usual part of their education. The goal of this interprofessional collaborative education movement towards team-based care is to build a safer and better patient-centered and community/population oriented U.S. healthcare system (Interprofessional Education Collaborative Expert Panel, 2011). The report draws attention to the IOM s original assertion in 1972, which stated that cooperation between health professions would improve care, yet the existing educational system was not equipped to prepare health professionals for teamwork. While errors in patient care are recognized as a catalyst for healthcare transformation, the report cites the passage of the Recovery and Investment Act (2009) and the Patient Protection and Affordable care Act (2010) as cause for the advancement of interprofessional collaboration, in order to meet the needs of patients across all healthcare settings. IPEC Report The report also recognizes that health profession schools carry the chief responsibility in developing

8 core competencies to educate health professionals on interprofessional education. While many health profession education programs may have some interprofessional collaborative education built into their curricula, there is a lack of standardization across health professions as well as a lack of outcomes-based competency expectations that are measurable. A central goal of the expert panel was to establish these standards with measures in hopes that the presented standards may serve as stepping stones for future health education programs. Purpose of Core Competencies The purpose of the competencies defined for interprofessional collaborative education and the associated training modules address how health professionals can adopt standardized interprofessional collaborative skills to successfully implement interprofessional collaborative patient-centered care. Did you know? Currently, the most common method of demonstrating continued competence for licensure renewal is continuing education (NCSBN, 2005). By completing this module, you will have demonstrated competency with interprofessional collaboration. The Four Domains With careful research of the literature, the experts make the distinction that while the IOM s core competencies (2003) include work in interdisciplinary team (communication, cooperation, coordination, and collaboration in teamwork), the interprofessional competencies that support this process were not clearly described. The four interprofessional collaborative (competency) domains that have been established by the expert panel are: (Click each number below) 1. Values/Ethics for Interprofessional Practice 2. Roles/Responsibilities 3. Interprofessional Communication 4. Teams and Teamwork Values/Ethics Domain This first domain, values and ethics, relate to a patient centeredness approach and a community/population orientation in mind. The competency statement states that: nurses should work with individuals of other professions to maintain a climate of mutual respect and shared values. This competency represents the morals of patient care delivery and the obligation of health professionals to honor the rights of the patient and the ethical construct of team-based care. Roles/Responsibilities Domain

9 This second domain maintains that an understanding of how professional roles and responsibilities complement each other in patient-centered and community/population oriented care, is essential to interprofessional collaboration. Collaborative practice hinges on each profession knowing and using the others expertise and capabilities in a patient-centered way. Additionally, clearly defined professional boundaries and scope of practice will enable health professionals to easily communicate their expertise and responsibilities to professionals of other disciplines. Interprofessional Communication Domain The third domain, communication, is accepted as a core aspect of interprofessional collaborative practice. A readiness to work together needs to be communicated as condition for successful interprofessional collaboration to take place. A common language for communication can help professionals overcome the inherent barriers that may be present among the various professions. Examples of widely used communication tools include TeamSTEPPS and the communication format SBAR. As cited by the experts of this report, team-related communications exploit opportunities that influence team interactions, organization, and functioning. Included in this core competency is the increased need for health professionals to be literate with informatics and proficient with the use of communication technologies. Situation Background Assessment Recommendation (SBAR) is a standardized way of communicating. It promotes patient safety because it helps individuals communicate with each other with a shared set of expectations. Staff and physicians can use SBAR to share patient information in a concise and structured format. SBAR stands for: Situation Background Assessment Recommendation SBAR was originally developed by the US Navy as a communication technique that could be used on nuclear submarines, and was introduced into healthcare settings in the late 1990s. Since then, SBAR has been adopted by hospitals around the world as a simple but effective way to standardize communication between care givers. TeamSTEPPS is a teamwork system developed by the Department of Defense (DoD) and the Agency for Healthcare Research and Quality (AHRQ), to improve collaboration and communication relating to patient safety. It is an evidence-based framework to optimize team performance across the healthcare delivery system. TeamSTEPPS is comprised of four teachable-learnable skills: Leadership, Situation Monitoring, Mutual Support, and Communication. Teams and Teamwork Domain

10 This fourth domain, teams and teamwork, emphasizes developing shared problem solving and shared decision making that reflects the interdependence among the team members, while providing care more efficiently. Along with this shared decision making, some professional autonomy may need to be relinquished in order to achieve better patient outcomes. Quality improvement tools may help to foster teamwork behaviors. Additionally, leadership practices should encourage team-building and shared decision-making. Competencies, Learning Objectives and Activities Educational programs have established behavioral learning objectives which are linked to learning activities. These learning objectives will be achieved by the end of pre-licensure or pre-certification education. Current learning objectives and the associated learning activities offered by educational programs, are focused primarily on exposing learners from other professions and lack explicit instruction on how to achieve interprofessional competency. A need for organizational change across educational programs is highlighted in the report as well as the need to bridge the gap that exists between interprofessional collaboration education and current practice. Across the disciplines, experts agree that there is no consensus on the best way to engage students and assist them in gaining competency in interprofessional collaboration, but agree that the best way to reach consensus is to continue to explore these concepts collaboratively. The report features examples of state programs that have interprofessional competency programs that include models of actual hands-on, team-based patient-centered care with the patient as a mentor, models using simulation, and models of service learning projects which provide care to underserved patients. While there are many interprofessional competency programs, it is important to note that each program utilizes a wide array of activities to help students achieve competency goals. Test Yourself What does the summit report about interprofessional collaboration education competencies? a. That exposing learners to interprofessional collaboration is sufficient for demonstrating competency. b. That across disciplines, there is a consensus on the best approach to teach interprofessional collaboration. c. That explicit instruction on how to achieve interprofessional competency is not necessary to help professionals meet their learning objectives. d. There is a need for change across educational programs to bridge the gap between interprofessional collaboration education and current practice. - Correct! Challenges of Interprofessional Competencies Current challenges to the adoption of competency programs center on barriers preventing students from learning together and working together during their respective educations.

11 This barrier highlights the need for education programs to build curricula to support interprofessional collaboration that is inclusive of multiple professions, where the blending of professional cultures may be achieved and the skills and knowledge unique to each profession may be shared. While challenges exist for interprofessional collaboration, the report highlights the fact that competencies are best learned over time, with specific clinical and non-clinical methods, based upon specific healthcare goals. The Nurse s Role in Interprofessional Collaboration Nurses, while developing their own professional identity, also need to be mindful of other health professional roles and the impact of the interprofessional component on the ever-changing culture of healthcare. Nurses and other health professionals must recognize the individual contributions of each professional involved in the direct care of patients. Nurses want involvement in the decision-making process beyond executing orders, but don t always know how to assert themselves. Nurses intend to have more autonomy in patient care, but have difficulty applying it in practice. To address this issue, nurses should use communication tools as an effective communication aid. Other health providers may not know what nurses need in order to perform their jobs, communication tools may help facilitate thorough communication. Another action nurses can take is to engage in continuing education opportunities to assure team-based competencies. It is through education, that interprofessional collaboration skills may be acquired and communication may be enhanced, and patient outcomes improved. Conclusion Interprofessional collaboration is when health professionals from different professions work together to provide patient-centered care. Poor communication has been cited in the literature as the leading root cause of patient errors in the US healthcare system. In order for interprofessional collaboration to take place all health professionals need to be aware of the contributions that each profession brings to the care arena; maintain a mutual respect for each professional s skill set; and make an earnest attempt to communicate effectively; and seek out continuing educational training opportunities to improve interprofessional collaboration. Nurses play an integral role in adopting effective modes of communication with professionals of other disciplines. Nurses on the frontline and those with leadership roles are positioned to build and maintain professional partnerships that efficient and safe patient care may flow from. This global initiative translates to a considerable change in practice. That is to say this change will not occur overnight, but instead over time. With diligence of all health professionals and a commitment of healthcare leaders, collaboration will take place and patient outcomes will be improved across the spectrum of care. Disclaimer This publication is intended solely for the educational use of healthcare professionals taking this course, for credit, from RN.com, in accordance with RN.com terms of use. It is designed to assist healthcare professionals, including nurses, in addressing many issues associated with healthcare. The guidance provided in this publication is general in nature, and is not designed to address any specific situation. As always, in assessing and responding to specific patient care situations, healthcare

12 professionals must use their judgment, as well as follow the policies of their organization and any applicable law. This publication in no way absolves facilities of their responsibility for the appropriate orientation of healthcare professionals. Healthcare organizations using this publication as a part of their own orientation processes should review the contents of this publication to ensure accuracy and compliance before using this publication. Healthcare providers, hospitals and facilities that use this publication agree to defend and indemnify, and shall hold RN.com, including its parent(s), subsidiaries, affiliates, officers/directors, and employees from liability resulting from the use of this publication. The contents of this publication may not be reproduced without written permission from RN.com. Participants are advised that the accredited status of RN.com does not imply endorsement by the provider or ANCC of any products/therapeutics mentioned in this course. The information in the course is for educational purposes only. There is no off label usage of drugs or products discussed in this course. You may find that both generic and trade names are used in courses produced by RN.com. The use of trade names does not indicate any preference of one trade named agent or company over another. Trade names are provided to enhance recognition of agents described in the course. Note: All dosages given are for adults unless otherwise stated. The information on medications contained in this course is not meant to be prescriptive or all-encompassing. You are encouraged to consult with physicians and pharmacists about all medication issues for your patients. References Agency for Healthcare Research and Quality. Team STEPPS [accessed March, 2013]. Available from: American Nurses Credentialing Center. (2008). Magnet recognition program application manual Silver Spring, MD: Author. D'Amour, D., Ferrada-Videla, M., San Martin Rodriguez, L., & Beaulieu, M. D.(2005), The conceptual basis for interprofessional collaboration: Core concepts and theoretical framework (doi: / ) Gilbert HV, Yan J, Hoffman SJ. (2010)A WHO Report: Framework for Action on Interprofessional Education and Collaborative Practice. Journal of Allied Health.;39(Supplement 1): Institute of Medicine. (2001). Crossing the quality chasm. CurtinCalls, 3(5), 6-7. Institute of Medicine. (1999) To err is human. Washington, D.C.: The National Press. Institute of Medicine. (2011) Future of Nursing Report. The future of nursing: leading change, advancing health. Washington, D.C.: The National Academic Press. Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC :Author. Institute for Healthcare Improvement. SBAR Technique for communication: a situational briefing model [accessed March, 2013] from: w.ihi.org/knowledge/pages/tools/sbartechniqueforcommunicationasituationalbriefingmodel Joint Commission on Accreditation of Healthcare Organizations, (2006). National Council of State Boards of Nursing (2001) Meeting the ongoing challenge of continued Competence. Chicago: Author. National Council for State Boards of Nursing (2005). Interprofessional Collaborative Education. Business book: NCSBN 2005 annual meeting. Chicago, IL

Global Health and Nursing:

Global Health and Nursing: Global Health and Nursing: Transformations in nurses roles in the 21 st century Gwen Sherwood, PhD, RN, FAAN Professor and Associate Dean for Academic Affairs University of North Carolina at Chapel Hill

More information

A Living Document from the National League for Nursing December 2015

A Living Document from the National League for Nursing December 2015 VISIONSERIES TRANSFORMING NURSING EDUCATION L E A D I N G T H E C A L L T O R E F O R M Interprofessional Collaboration in Education and Practice A Living Document from the National League for Nursing

More information

Nursing Informatics The Future is Here

Nursing Informatics The Future is Here Nursing Informatics The Future is Here One (1) Contact Hour First Published: April 1, 2013 Course Expires: April 1, 2016 Reproduction and distribution of these materials is prohibited without the express

More information

No one was ever able to teach who was not able to learn. Florence Nightingale. The Preceptor Role. Beth Tamplet Ulrich, EdD, RN, FACHE, FAAN

No one was ever able to teach who was not able to learn. Florence Nightingale. The Preceptor Role. Beth Tamplet Ulrich, EdD, RN, FACHE, FAAN No one was ever able to teach who was not able to learn. Florence Nightingale 1 The Preceptor Role Beth Tamplet Ulrich, EdD, RN, FACHE, FAAN 1 Precepting is an organized, evidence-based, outcome-driven

More information

Role of Nursing Professional Development in Helping Meet. Institute of Medicine s Future of Nursing Recommendations. Preamble:

Role of Nursing Professional Development in Helping Meet. Institute of Medicine s Future of Nursing Recommendations. Preamble: 1 Role of Nursing Professional Development in Helping Meet Institute of Medicine s Future of Nursing Recommendations Preamble: The Robert Wood Johnson Foundation s Initiative on The Future of Nursing at

More information

Getting started in IPE? Things You Should Consider. Wendy Rheault PT, PhD Susan Tappert PT, DPT

Getting started in IPE? Things You Should Consider. Wendy Rheault PT, PhD Susan Tappert PT, DPT Getting started in IPE? Things You Should Consider Wendy Rheault PT, PhD Susan Tappert PT, DPT Objectives 1. Articulate the definition of Interprofessional Education and Practice 2. Present the rationale

More information

NLN VISION: TRANSFORMING RESEARCH IN NURSING EDUCATION A Living Document from the National League for Nursing. NLN Board of Governors November 2012

NLN VISION: TRANSFORMING RESEARCH IN NURSING EDUCATION A Living Document from the National League for Nursing. NLN Board of Governors November 2012 NLN VISION: TRANSFORMING RESEARCH IN NURSING EDUCATION A Living Document from the National League for Nursing NLN Board of Governors November 2012 Purpose The health of the nation through improved patient

More information

Nursing Skills Competency Program

Nursing Skills Competency Program overview of ANCC Nursing Skills Competency Program A new kind of nursing accreditation Visit www.nursecredentialing.org to get more information about ANCC Nursing Skills Competency Accreditation. >> ANCC

More information

Reducing Medical Errors for CNAs

Reducing Medical Errors for CNAs Reducing Medical Errors for CNAs This course has been awarded two (2) contact hours. This course expires on November 28, 2015. Copyright 2005 by RN.com. All Rights Reserved. Reproduction and distribution

More information

Opportunities, Challenges and Obligations in Interprofessional Health Care Education

Opportunities, Challenges and Obligations in Interprofessional Health Care Education Opportunities, Challenges and Obligations in Interprofessional Health Care Education Atlanta, Georgia September 12, 2012 Jay A. Perman, MD President Where is health care delivery going? Population health

More information

October 15, 2010. Re: National Health Care Quality Strategy and Plan. Dear Dr. Wilson,

October 15, 2010. Re: National Health Care Quality Strategy and Plan. Dear Dr. Wilson, October 15, 2010 Dr. Nancy Wilson, R.N., M.D., M.P.H. Senior Advisor to the Director Agency for Healthcare Research and Quality (AHRQ) 540 Gaither Road Room 3216 Rockville, MD 20850 Re: National Health

More information

Medicare Program; Conditions of Participation (CoPs) for Community Mental Health Centers.

Medicare Program; Conditions of Participation (CoPs) for Community Mental Health Centers. Donald M. Berwick, MD Administrator, Centers for Medicare & Medicaid Services Department of Health and Human Services PO Box 8010 Baltimore, MD 21244-1850 Attention: CMS 3202-P Submitted electronically

More information

6/10/2010 DISCLOSURES - NONE INTEGRATING QSEN COMPETENCIES INTO NURSING EDUCATION

6/10/2010 DISCLOSURES - NONE INTEGRATING QSEN COMPETENCIES INTO NURSING EDUCATION INTEGRATING QSEN COMPETENCIES INTO NURSING EDUCATION Brenda Zierler, PhD, RN, RVT University of Washington School of Nursing DISCLOSURES - NONE Brenda Zierler, PhD, RN, RVT University of Washington School

More information

Advancing Interprofessional Clinical Prevention and Population Health Education

Advancing Interprofessional Clinical Prevention and Population Health Education Advancing Interprofessional Clinical Prevention and Population Health Education Curriculum Development Guide for Health Professions Faculty Linking the Clinical Prevention and Population Health Curriculum

More information

Integrating Quality and Safety (QSEN) Content into Skills and Simulation Curricula

Integrating Quality and Safety (QSEN) Content into Skills and Simulation Curricula Integrating Quality and Safety (QSEN) Content into Skills and Simulation Curricula Carol F. Durham MSN RN Clinical Associate Professor Director, Clinical Education & Resource Center The University of North

More information

The impact of shared competencies and scopes of practice on regulation and quality of care

The impact of shared competencies and scopes of practice on regulation and quality of care The impact of shared competencies and scopes of practice on regulation and quality of care Kathy Chappell, PhD, RN, FAAN, FNAP Interim Chief/EVP, ANCC Outline 2 1. Competence and Scope of Practice 2. Shared

More information

The Future of Nursing: Implications for Professional Organizations and Certifiers

The Future of Nursing: Implications for Professional Organizations and Certifiers The Future of Nursing: Implications for Professional Organizations and Certifiers Joanne V. Hickey, PhD, RN, APRN, ACNP-BC, FCCM, FAAN Patricia L. Starck/PARTNERS Professor of Nursing University of Texas

More information

Nursing Leadership: Where are we on the Journey?

Nursing Leadership: Where are we on the Journey? Nursing Leadership: Where are we on the Journey? Presented by Joan Ellis Beglinger MSN, RN, MBA, FACHE, FAAN Fall National Academy of Infusion Therapy and One Day Program November 14, 2014 Objectives Discuss

More information

Quality and Performance Improvement PATRICK SCHULTZ MS RN ACNS BC DIRECTOR OF QUALITY AND PATIENT SAFETY SANFORD MEDICAL CENTER FARGO

Quality and Performance Improvement PATRICK SCHULTZ MS RN ACNS BC DIRECTOR OF QUALITY AND PATIENT SAFETY SANFORD MEDICAL CENTER FARGO Quality and Performance Improvement PATRICK SCHULTZ MS RN ACNS BC DIRECTOR OF QUALITY AND PATIENT SAFETY SANFORD MEDICAL CENTER FARGO Crossing The Quality Chasm: A New Health System For The 21st Century

More information

Nursing s Social Policy Statement

Nursing s Social Policy Statement CHAPTER 1 Nursing s Social Policy Statement Catherine E. Neuman, MSN, RN, NEA-BC Overview Nursing is a part of the society from which it grew and continues to evolve. As a profession, nursing is valued

More information

Resident Rights for Florida CNAs

Resident Rights for Florida CNAs Resident Rights for Florida CNAs This course has been awarded one (1.0) contact hour. This course expires on November 28, 2015 Copyright 2005 by RN.com. All Rights Reserved. Reproduction and distribution

More information

Objectives. Integrating Quality and Safety Throughout a Masters Entry to Nursing Practice Curriculum. The Institute of Medicine.

Objectives. Integrating Quality and Safety Throughout a Masters Entry to Nursing Practice Curriculum. The Institute of Medicine. Objectives Identify emerging views of safety and quality in health care Integrating Quality and Safety Throughout a Masters Entry to Nursing Practice Curriculum Kim Amer, PhD, RN Associate Professor in

More information

Lisa Tshuma, PA-C, MPAS, MPA Sarah Ross, DO, MS

Lisa Tshuma, PA-C, MPAS, MPA Sarah Ross, DO, MS Preparing Students to Surf the Silver Tsunami Through Collaborative Practice: Introducing Interprofessional Student Healthcare Teams in a Longitudinal Senior Mentoring Program Lisa Tshuma, PA-C, MPAS,

More information

Office of Health Professions Education

Office of Health Professions Education Office of Health Professions Education Business Plan Kelly J. Caverzagie, MD Vice-President for Education Nebraska Medicine 986430 Nebraska Medical Center Omaha, NE 68198-6430 Mobile: 402-350-2058 Email:

More information

At the conclusion of this session, you will be better able to:

At the conclusion of this session, you will be better able to: John JD Juchniewicz, MCIS, CHCP President American Academy of CME, Inc. Joni Fowler, PharmD, BCPP President/CEO Creative Educational Concepts, Inc. At the conclusion of this session, you will be better

More information

The Interprofessional Health Care Team: Understanding the Culture of Interprofessional Collaborative Practice. Contributors. Objectives 10/10/2015

The Interprofessional Health Care Team: Understanding the Culture of Interprofessional Collaborative Practice. Contributors. Objectives 10/10/2015 The Interprofessional Health Care Team: Understanding the Culture of Interprofessional Collaborative Practice Stephen R. Marrone, EdD, RN-BC, NEA-BC, CTN-A Associate Professor of Nursing Diane R. Maydick,

More information

Dear Colleagues, Best Regards, Pamela L. Quinones, RDH, BS

Dear Colleagues, Best Regards, Pamela L. Quinones, RDH, BS A Letter from the 2011-2012 ADHA President Dear Colleagues, Partnering with ADEA to develop the Core Competencies for Graduate Dental Hygiene Education was a very positive and rewarding experience for

More information

Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions

Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions Doctor of Nursing Practice (DNP) Programs Frequently Asked Questions On October 25, 2004, the members of the American Association of Colleges of Nursing (AACN) endorsed the Position Statement on the Practice

More information

The Journey to DNP: If I Had it To Do Over I d Do It Again. Patricia Sengstack DNP, RN-BC, CPHIMS NI Executive Workgroup May 7, 2015

The Journey to DNP: If I Had it To Do Over I d Do It Again. Patricia Sengstack DNP, RN-BC, CPHIMS NI Executive Workgroup May 7, 2015 The Journey to DNP: If I Had it To Do Over I d Do It Again Patricia Sengstack DNP, RN-BC, CPHIMS NI Executive Workgroup May 7, 2015 Patricia Sengstack DNP, RN-BC, CPHIMS CNIO, Bon Secours Health System

More information

Strategic Plan 2015-2020. Collaborate Act Transform

Strategic Plan 2015-2020. Collaborate Act Transform Strategic Plan 2015-2020 Collaborate Act Transform In 2007, as founding dean of the Florida International University Herbert Wertheim College of Medicine, I was tasked with implementing our first strategic

More information

Issues and Scope of the Problem Several major issues confront the nursing profession with respect to academic progression:

Issues and Scope of the Problem Several major issues confront the nursing profession with respect to academic progression: Organization for Associate Degree Nursing and American Nurses Association Joint Position Statement on Academic Progression to Meet the Needs of the Registered Nurse, the Health Care Consumer, and the U.S.

More information

Overview of the HLA Competency Directory

Overview of the HLA Competency Directory Overview of the HLA Competency Directory The HLA Directory The Healthcare Leadership Alliance (HLA) has created the HLA Competency Directory, an interactive tool to ensure that current and future healthcare

More information

BUILD UPON YOUR NLCP EXPERIENCE THROUGH ACADEMIC PROGRESSION

BUILD UPON YOUR NLCP EXPERIENCE THROUGH ACADEMIC PROGRESSION BUILD UPON YOUR NLCP EXPERIENCE THROUGH ACADEMIC PROGRESSION Dr. Colleen Manzetti, CNE, CNLCP Assistant Professor & Graduate Faculty Monmouth University 1 LEARNING OBJECTIVES: 1. The participants will

More information

Master s Entry into Nursing. Academic Manual 2015-2016

Master s Entry into Nursing. Academic Manual 2015-2016 Master s Entry into Nursing Academic Manual 2015-2016 TABLE OF CONTENTS Overview of the Master s Entry into Nursing (MEN) Program 2 Outcomes 2 Plan of Study 3-4 Course Descriptions 5-11 Overview of the

More information

Advancing Interprofessional Clinical Prevention and Population Health Education

Advancing Interprofessional Clinical Prevention and Population Health Education Advancing Interprofessional Clinical Prevention and Population Health Education A Curriculum Development Guide for Health Professions Faculty Linking the 2015 Clinical Prevention and Population Health

More information

Stakeholder Guide 2014 www.effectivehealthcare.ahrq.gov

Stakeholder Guide 2014 www.effectivehealthcare.ahrq.gov Stakeholder Guide 2014 www.effectivehealthcare.ahrq.gov AHRQ Publication No. 14-EHC010-EF Replaces Publication No. 11-EHC069-EF February 2014 Effective Health Care Program Stakeholder Guide Contents Introduction...1

More information

Arizona State Board of Nursing 4747 North 7 th Street, Suite 200 Phoenix. AZ 85014-3653 Phone (602)771-7800 Fax - (602)771-7888

Arizona State Board of Nursing 4747 North 7 th Street, Suite 200 Phoenix. AZ 85014-3653 Phone (602)771-7800 Fax - (602)771-7888 Janice K. Brewer Governor Arizona State Board of Nursing 4747 North 7 th Street, Suite 200 Phoenix. AZ 85014-3653 Phone (602)771-7800 Fax - (602)771-7888 Joey Ridenour Executive Director Credits/Length

More information

Scope of Practice for the Acute Care CNS. Introduction

Scope of Practice for the Acute Care CNS. Introduction Scope of Practice for the Acute Care CNS Introduction The historical conceptualization of nursing delineates clinical practice dimensions according to the practitioner s role, the practice environment,

More information

OKLAHOMA BOARD OF NURSING 2915 North Classen Blvd., Suite 524 Oklahoma City, OK 73106 (405) 962-1800

OKLAHOMA BOARD OF NURSING 2915 North Classen Blvd., Suite 524 Oklahoma City, OK 73106 (405) 962-1800 OKLAHOMA BOARD OF NURSING 2915 North Classen Blvd., Suite 524 Oklahoma City, OK 73106 (405) 962-1800 NURSING COMPETENCIES BY EDUCATIONAL LEVEL: GUIDELINES FOR NURSING PRACTICE AND EDUCATION IN OKLAHOMA

More information

NGNA: Position Paper on Essential Gerontological Nursing Education in Registered Nursing and Continuing Education Programs

NGNA: Position Paper on Essential Gerontological Nursing Education in Registered Nursing and Continuing Education Programs NGNA: Position Paper on Essential Gerontological Nursing Education in Registered Nursing and Continuing Education Programs Introduction/Problem Statement The intent of this position statement is to affirm

More information

Interprofessional Education UW Health Sciences Initiative

Interprofessional Education UW Health Sciences Initiative communications toolkit FOR INTERPROFESSIONAL EDUCATION ADVOCATES Interprofessional Education UW Health Sciences Initiative Transforming learning for tomorrow s health professional School of Dentistry School

More information

TEXAS TECH UNIVERSITY HEALTH SCIENCES CENTER. 5080 Special Topics: Root Cause Analysis for Interprofessional Team Members.

TEXAS TECH UNIVERSITY HEALTH SCIENCES CENTER. 5080 Special Topics: Root Cause Analysis for Interprofessional Team Members. TEXAS TECH UNIVERSITY HEALTH SCIENCES CENTER 5080 Special Topics: Root Cause Analysis for Interprofessional Team Members Course On Behalf of the Faculty Champions Cindy Acton, DNP, RN, NEA-BC Prepared

More information

NURSE PRACTITIONER CORE COMPETENCIES April 2011

NURSE PRACTITIONER CORE COMPETENCIES April 2011 NURSE PRACTITIONER CORE COMPETENCIES April 2011 Task Force Members Anne C. Thomas, PhD, ANP-BC, GNP - Chair M. Katherine Crabtree, DNSc, FAAN, APRN-BC Kathleen R. Delaney, PhD, PMH-NP Mary Anne Dumas,

More information

Continuing Medical Education Category 1 Credit Documentation Process UnityPoint Health - Des Moines

Continuing Medical Education Category 1 Credit Documentation Process UnityPoint Health - Des Moines Continuing Medical Education Category 1 Credit Documentation Process UnityPoint Health - Des Moines UnityPoint Health - Des Moines is accredited by the Iowa Medical Society (IMS) to provide continuing

More information

Who s Your Supervisor or Manager? Nursing Practice: The Management and Supervision of Nursing Services.

Who s Your Supervisor or Manager? Nursing Practice: The Management and Supervision of Nursing Services. By Carol Walker, RN,MS,FRE Who s Your Supervisor or Manager? Nursing Practice: The Management and Supervision of Nursing Services. Purpose, Objectives, Required Reading and References Purpose: To assist

More information

William L. Holzemer, RN, PhD, FAAN Dean and Distinguished Professor College of Nursing, Rutgers, The State University of New Jersey

William L. Holzemer, RN, PhD, FAAN Dean and Distinguished Professor College of Nursing, Rutgers, The State University of New Jersey William L. Holzemer, RN, PhD, FAAN Dean and Distinguished Professor College of Nursing, Rutgers, The State University of New Jersey holzemer@rutgers.edu 1 2 Objectives: 1. Update on the 8 major recommendations

More information

Ben G. Raimer, MD, MA, FAAP Chairman Statewide Health Coordinating Council

Ben G. Raimer, MD, MA, FAAP Chairman Statewide Health Coordinating Council Health Professions Workforce Part II - Recommendations Ben G. Raimer, MD, MA, FAAP Chairman Statewide Health Coordinating Council Workforce Issues Data Needs Assessment and Planning Shortages and Maldistribution

More information

A VISION FOR POST-BACCALAUREATE NURSING EDUCATION A Living Document from the National League for Nursing

A VISION FOR POST-BACCALAUREATE NURSING EDUCATION A Living Document from the National League for Nursing A VISION FOR POST-BACCALAUREATE NURSING EDUCATION A Living Document from the National League for Nursing NLN Board of Governors September 2011 INTRODUCTION/CALL TO ACTION The National League for Nursing

More information

Educating for Practice Using collaborative leadership to improve health education and practice

Educating for Practice Using collaborative leadership to improve health education and practice Educating for Practice Using collaborative leadership to improve health education and practice Institute of Medicine Global Forum on Innovation in Health Professional Education November 29 th, 2012 Sarita

More information

The Magnificent Journey to Nursing Excellence at Sharp Grossmont

The Magnificent Journey to Nursing Excellence at Sharp Grossmont The Magnificent Journey to Nursing Excellence at Sharp Grossmont Grossmont College Future of Nursing / Strategic Partnership Dale E. Beatty, RN, MSN, NEA-BC CNO Sharp Grossmont Hospital Future of Nursing

More information

Concurrent Session: F F- 1

Concurrent Session: F F- 1 Concurrent Session: F F- 1 If I Only Had a Brain: Use of Brain Rules to Inform Educational Design & Technology Pershing North Nancy P. Davis, MSN, RN, CNOR, Product Manager, American Nurses Association

More information

Excerpt from: The Future of Nursing: Leading Change, Advancing Health http://www.nap.edu/catalog.php?record_id=12956

Excerpt from: The Future of Nursing: Leading Change, Advancing Health http://www.nap.edu/catalog.php?record_id=12956 Excerpt from: The Future of Nursing: Leading Change, Advancing Health http://www.nap.edu/catalog.php?record_id=12956 THE ROLE OF NURSES IN REALIZING A TRANSFORMED HEALTH CARE SYSTEM By virtue of its numbers

More information

PREPARING THE NEXT GENERATION OF NURSES TO PRACTICE IN A TECHNOLOGY-RICH ENVIRONMENT: AN INFORMATICS AGENDA. Board of Governors May 9, 2008

PREPARING THE NEXT GENERATION OF NURSES TO PRACTICE IN A TECHNOLOGY-RICH ENVIRONMENT: AN INFORMATICS AGENDA. Board of Governors May 9, 2008 PREPARING THE NEXT GENERATION OF NURSES TO PRACTICE IN A TECHNOLOGY-RICH ENVIRONMENT: AN INFORMATICS AGENDA Board of Governors May 9, 2008 Since the 1970s, several authors and organizations recommended

More information

How Health Reform Will Affect Health Care Quality and the Delivery of Services

How Health Reform Will Affect Health Care Quality and the Delivery of Services Fact Sheet AARP Public Policy Institute How Health Reform Will Affect Health Care Quality and the Delivery of Services The recently enacted Affordable Care Act contains provisions to improve health care

More information

Standards of Oncology Nursing Education: Generalist

Standards of Oncology Nursing Education: Generalist 1 2 Standards of Oncology Nursing Education: Generalist and Advanced Practice Levels (4th Edition) 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Introduction The scope of oncology nursing practice

More information

Nursing and Health Reform

Nursing and Health Reform Nursing and Health Reform The Patient Protection and Affordable Care Act (PPACA) was signed into law by President Obama on March 23, 2010. This law will enact sweeping changes to almost every facet of

More information

IFMSA Policy Statement Global Policy on Medical Education

IFMSA Policy Statement Global Policy on Medical Education IFMSA Policy Statement Global Policy on Medical Education Location: Taipei, Taiwan. Date of Adoption: August 9 th 2014. Date of Expiry: August 9 th 2017. Summary The International Federation of Medical

More information

The Cornerstones of Accountable Care ACO

The Cornerstones of Accountable Care ACO The Cornerstones of Accountable Care Clinical Integration Care Coordination ACO Information Technology Financial Management The Accountable Care Organization is emerging as an important care delivery and

More information

A VISION FOR Doctoral Preparation for Nurse Educators A Living Document from the National League for Nursing

A VISION FOR Doctoral Preparation for Nurse Educators A Living Document from the National League for Nursing A VISION FOR Doctoral Preparation for Nurse Educators A Living Document from the National League for Nursing Mission Promote excellence in nursing education to build a strong and diverse nursing workforce

More information

The Future of Nursing: Transforming Leadership in the Clinical Setting

The Future of Nursing: Transforming Leadership in the Clinical Setting The Future of Nursing: Transforming Leadership in the Clinical Setting Linda Q. Everett, PhD, RN, NEA-BC, FAAN Executive Vice President & Chief Nurse Executive Indiana University Health Indianapolis, IN

More information

Chief Nursing Information Officers (CNIO) Job Descriptions

Chief Nursing Information Officers (CNIO) Job Descriptions Chief Nursing Information Officers (CNIO) Job Descriptions About: As part of the sentinel HIMSS position statement on Transforming Nursing Practice through Technology & Informatics, HIMSS aims to foster

More information

Appendix Health Service Psychology: Preparing Competent Practitioners

Appendix Health Service Psychology: Preparing Competent Practitioners Appendix Health Service Psychology: Preparing Competent Practitioners This document is copyrighted by the American Psychological Association or one of its allied publishers. Advances in psychological science

More information

Lead Nurse Planner: Roles and Functions

Lead Nurse Planner: Roles and Functions Lead Nurse Planner: Roles and Functions Introduction The Lead Nurse Planner is the licensed registered nurse accountable for the overall functioning of an Accredited Provider Unit, as noted in the 2013

More information

THE FUTURE OF NURSING: THE CALL FOR ADVANCED DEGREES

THE FUTURE OF NURSING: THE CALL FOR ADVANCED DEGREES THE FUTURE OF NURSING: THE CALL FOR ADVANCED DEGREES A N N E T H O M A S, P H D, A N P - B C, G N P, F A A N P D E A N, U N I V E R S I T Y O F I N D I A N A P O L I S S C H O O L O F N U R S I N G J A

More information

Replacing Health Profession & Institutional Silos with Interprofessional & Cross- Institutional Collaboration

Replacing Health Profession & Institutional Silos with Interprofessional & Cross- Institutional Collaboration Replacing Health Profession & Institutional Silos with Interprofessional & Cross- Institutional Collaboration David Farmer, PhD Director Interprofessional Education Damon Schranz, DO Associate Professor,

More information

Improving Hospital Performance

Improving Hospital Performance Improving Hospital Performance Background AHA View Putting patients first ensuring their care is centered on the individual, rooted in best practices and utilizes the latest evidence-based medicine is

More information

Overview. The Competency or Outcomes Based Curriculum Model

Overview. The Competency or Outcomes Based Curriculum Model THE COMPETENCY OR OUTCOMES BASED CURRICULUM MODEL Recipe for Success Maureen Sroczynski, DNP, RN President/CEO, Farley Associates, Inc. Consultant, Center to Champion Nursing in America Overview Over the

More information

Regulatory and Legislative Action Since the September 2010 Membership Meeting:

Regulatory and Legislative Action Since the September 2010 Membership Meeting: MEMBERSHIP MEETING January 19, 2011 Delivery System Reform: Healthcare Workforce Issue: The passage of health reform will bring millions of newly insured individuals into the system and drive patients

More information

Sincerely, Deana L Molinari PhD, RN, CNE

Sincerely, Deana L Molinari PhD, RN, CNE Dear Nurse Manager: The Northwest Rural Nurse Residency (NWRNR) funded by the Health Resources and Services Administration (HRSA) provides year long support and education residency programs for acute care

More information

College of DuPage. Associate Degree Nursing Program

College of DuPage. Associate Degree Nursing Program Student Name: Clinical Instructor: Clinical Site : College of DuPage Associate Degree Nursing Program Clinical Evaluation Tool: Nursing 1220 Health and Illness Concepts I Student Learning Outcome 1. SAFETY:

More information

Behavioral Health Primary Care INTEGRATION CONFERENCE. Interprofessional Education Linking Education and Practice

Behavioral Health Primary Care INTEGRATION CONFERENCE. Interprofessional Education Linking Education and Practice Interprofessional Education Linking Education and Practice Healthcare Workforce Development Expanding Clinical Education Capacity Through Collaboration and Technology Clinical Rotation Management and Compliance

More information

Building a Whole New Mind: An Interprofessional Experience in Patient Safety and Quality Improvement Education Using the IHI Open School

Building a Whole New Mind: An Interprofessional Experience in Patient Safety and Quality Improvement Education Using the IHI Open School Building a Whole New Mind: An Interprofessional Experience in Patient Safety and Quality Improvement Education Using the IHI Open School B y Ry a n M i l l e r, M S I V; Te s s a Wi n t e r t o n, M S

More information

Interprofessional Collaborative Education

Interprofessional Collaborative Education Presenters Robert Alpino, MIA Julie Bridges Catalano, Ph.D. (Candidate) Bruce Britton, MD Jeffrey Johnson, DHSc Interprofessional Collaborative Education EVMS Facts and Figures 2014 Located in Norfolk,

More information

Integrating the Electronic Health Record in the Curriculum

Integrating the Electronic Health Record in the Curriculum Integrating the Electronic Health Record in the Curriculum Judith J. Warren, PhD, RN, BC, FAAN, FACMI Christine A. Hartley Centennial Professor University of Kansas School of Nursing and Director of Nursing

More information

Melissa Edmister, RN, BSN Clinical Manager Surgical Acute Unit Providence St. Peter Hospital

Melissa Edmister, RN, BSN Clinical Manager Surgical Acute Unit Providence St. Peter Hospital Melissa Edmister, RN, BSN Clinical Manager Surgical Acute Unit Providence St. Peter Hospital Why do some organizations do well with safety initiatives while others do poorly or fail? The most important

More information

Is nursing research informing health policy in the EMR. Dr Sawsan Majali Member Advisory Committee for Health Research WHO- EMR

Is nursing research informing health policy in the EMR. Dr Sawsan Majali Member Advisory Committee for Health Research WHO- EMR Is nursing research informing health policy in the EMR Dr Sawsan Majali Member Advisory Committee for Health Research WHO- EMR 2 Before these recent developments of the Arab spring, most countries in the

More information

Supporting the IOM s Recommendations for the Future of Nursing

Supporting the IOM s Recommendations for the Future of Nursing EBSCO Publishing s Key Nursing Resources, CINAHL & Nursing Reference Center : Supporting the IOM s Recommendations for the Future of Nursing The 2010 The Future of Nursing: Leading Change, Advancing Health

More information

Competencies in the Schoolhouse

Competencies in the Schoolhouse Competencies in the Schoolhouse 4/15/2015 10-11 a.m. #140 Theresa Calderone EdD, RN-BC, Indiana University of Pennsylvania, PA Julia Greenawalt PhD, RNC, Indiana University of Pennsylvania, PA Indiana

More information

Patient-Centered Care

Patient-Centered Care Patient-Centered Care Karen N. Drenkard, PhD, RN, NEA-BC, FAAN Executive Director American Nurses Credentialing Center This program generously funded by the Robert Wood Johnson Foundation Patient-Centered

More information

Diabetes Educator Mentorship Program

Diabetes Educator Mentorship Program Diabetes Educator Mentorship Program Mentee Application Packet People come in and go out of our lives all the time. Some of these relationships help us grow, and through them, we learn personal and professional

More information

Patricia A. Polansky, RN, MS Director of Policy and Communications Center to Champion Nursing in America February 19, 2012

Patricia A. Polansky, RN, MS Director of Policy and Communications Center to Champion Nursing in America February 19, 2012 Valuing Nurse Leadership in a Transformed Health care System Patricia A. Polansky, RN, MS Director of Policy and Communications Center to Champion Nursing in America February 19, 2012 DISCLAIMER: The views

More information

Frequently Asked Questions

Frequently Asked Questions The Silent Treatment: Why Safety Tools and Checklists Aren t Enough to Save Lives Frequently Asked Questions Q: Why did AACN, AORN, and VitalSmarts conduct this study? A: In 2010, the American Association

More information

Nursing Leadership from the Bedside to the Boardroom. Presentation ID: L13

Nursing Leadership from the Bedside to the Boardroom. Presentation ID: L13 Nursing Leadership from the Bedside to the Boardroom Presentation ID: L13 Disclosure Today s presenters do not have any relevant financial interests presenting a conflict of interest to disclose. Participants

More information

Accountable Care: Clinical Integration is the Foundation

Accountable Care: Clinical Integration is the Foundation Solutions for Value-Based Care Accountable Care: Clinical Integration is the Foundation Clinical Integration Care CoordinatioN ACO Information Technology Financial Management The Accountable Care Organization

More information

SECTION 1 Introduction to Interprofessional Education and Practice

SECTION 1 Introduction to Interprofessional Education and Practice SECTION 1 Introduction to Interprofessional Education and Practice CHAPTER 1 Interprofessional Education: Context, Complexity, and Challenge Gail M. Jensen, PhD, PT, FAPTA Robin Ann Harvan, EdD Charlotte

More information

Evidence Supporting Need Advancement of Formal Nursing Education. Judith A. Burckhardt, PhD, RN Vice President Kaplan University School of Nursing

Evidence Supporting Need Advancement of Formal Nursing Education. Judith A. Burckhardt, PhD, RN Vice President Kaplan University School of Nursing Evidence Supporting Need Advancement of Formal Nursing Education Judith A. Burckhardt, PhD, RN Vice President Kaplan University School of Nursing Historical Perspectives Institute of Medicine Report (IOM)

More information

SELECTED PROJECTS: HEALTH INFORMATION TECHNOLOGY

SELECTED PROJECTS: HEALTH INFORMATION TECHNOLOGY SELECTED PROJECTS: HEALTH INFORMATION TECHNOLOGY Personal Health Information Management and the Design of Consumer Health Information Technology Client: U.S. Department of Health and Human Services, Agency

More information

Graduate. scholars to. developing. meet the. scholarly learning. The inten establish. curriculum 1. programs. There are concisely

Graduate. scholars to. developing. meet the. scholarly learning. The inten establish. curriculum 1. programs. There are concisely Note: This document was developed as a collaboration between ADEA and the American Dental Hygienists Association. Introduction ADEA Core Competencies for Graduate Dental Hygiene Education (As approved

More information

Pathways to Middle-Skilled Allied Health Care Occupations

Pathways to Middle-Skilled Allied Health Care Occupations Pathways to Middle-Skilled Allied Health Care Occupations Bianca K. Frogner, PhD, Associate Professor, Director of Center for Health Workforce Studies Susan Skillman, MS, Deputy Director of Center for

More information

Preparing Students for Higher Education in the Health Professions:

Preparing Students for Higher Education in the Health Professions: Preparing Students for Higher Education in the Health Professions: If only someone had told me Margaret M. Slusser, Ph.D., RN Founding Program Coordinator Bachelor of Science in Health Science The Richard

More information

Principles on Health Care Reform

Principles on Health Care Reform American Heart Association Principles on Health Care Reform The American Heart Association has a longstanding commitment to approaching health care reform from the patient s perspective. This focus including

More information

Senate Finance Committee. Transforming the Health Care Delivery System: Proposals to Improve Patient Care and Reduce Health Care Costs.

Senate Finance Committee. Transforming the Health Care Delivery System: Proposals to Improve Patient Care and Reduce Health Care Costs. Senate Finance Committee Transforming the Health Care Delivery System: Proposals to Improve Patient Care and Reduce Health Care Costs May 15, 2009 Comments Presented on Behalf of the American Association

More information

NLN Competencies for Graduates of Practical/Vocational Programs (2012) which LPN Programs shall meet.

NLN Competencies for Graduates of Practical/Vocational Programs (2012) which LPN Programs shall meet. Added by ICN/INAC Education Subcommittee NLN Competencies for Graduates of Practical/Vocational Programs (2012) which LPN Programs shall meet. Competencies to Facilitate Seamless Nursing Educational Transition

More information

Testimony. Submitted to the. U.S. Senate Subcommittee on Public Health. Hispanic Health Improvement Act of 2002

Testimony. Submitted to the. U.S. Senate Subcommittee on Public Health. Hispanic Health Improvement Act of 2002 Testimony Submitted to the U.S. Senate Subcommittee on Public Health Hispanic Health Improvement Act of 2002 by Elena Rios, M.D., M.S.P.H. President & CEO National Hispanic Medical Association CEO, Hispanic-Serving

More information

Dora Anne Mills, MD, MPH, FAAP. dmills2@une.edu 207-221-4621

Dora Anne Mills, MD, MPH, FAAP. dmills2@une.edu 207-221-4621 Dora Anne Mills, MD, MPH, FAAP Vice President for Clinical Affairs UNE dmills2@une.edu 207-221-4621 Karen Pardue, PhD, RN Associate Dean of Westbrook College of Health Professions, UNE KPardue@une.edu

More information

Differentiated Essential Competencies (DECs) Of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgments, and Behaviors

Differentiated Essential Competencies (DECs) Of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgments, and Behaviors Differentiated Essential Competencies (DECs) Of Graduates of Texas Nursing Programs Evidenced by Knowledge, Clinical Judgments, and Behaviors Vocational (VN) Diploma/Associate Degree (Diploma/ADN) Baccalaureate

More information

Master of Science in Nursing

Master of Science in Nursing Curry College s Master of Science in Nursing focuses on the timely and relevant Clinical Nurse Leader (CNL ) role. The program is designed for nurses who want to enhance their practice with cutting-edge

More information

Advanced Fellowship in Health Systems Engineering-1 Year (VERC)

Advanced Fellowship in Health Systems Engineering-1 Year (VERC) 1. FELLOWSHIP PURPOSE The Advanced Fellowship in Health Systems Engineering-1Year (VERC) is intended to introduce fellows to health systems redesign and promote the development of future leaders in the

More information

Ironside, Pamela Indiana University School of Nursing

Ironside, Pamela Indiana University School of Nursing Ironside, Pamela School of Nursing CANDIDATE S STATEMENT Teaching is my declared area of excellence. I am committed to the continued enhancement of nursing and health professions education at local, regional,

More information

Addendum to the 2013/2014 Undergraduate catalog. Published November 2013

Addendum to the 2013/2014 Undergraduate catalog. Published November 2013 Addendum to the 2013/2014 Undergraduate catalog Published November 2013 Page 108 School of Nursing and Allied Health Sciences Bachelor of Science in Nursing, Post-licensure Dr. Jennifer Taylor, RN, Director

More information